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Implementing Key Competencies into Global Education System

From Theory to Practice: Will Key Competencies ever be successfully implemented into the global education system?
At this current time, there is no global consensus for deciding which essential Environmental Sustainability (ES) Key Competencies should be utilised for the benefit of higher education. This is largely due to societal, cultural and economic differences between nations. This is exemplified by Rieckman. 2011, which selected experts on Key Sustainable development from Europe (United Kingdom and Germany) and Latin America (Chile, Ecuador, Mexico). The lack of agreement raises the question: how can key competencies be adequately implemented when most studies have failed to narrow them down to less than ten elements? Both Barth et al., 2007 and Rieckmann illustrate this issue; acknowledging that currently, only 100 institutions have implemented key competencies of Higher Education for Sustainable Development (HESD). The vagueness and ambiguity within this area suggests more international discussion is required (despite being coined in the 1990s (Hidalgo

Alternative Approaches to Improving Literacy

Alternative Approaches to Improving Literacy
Introduction

Literacy is one of the most significant components of a child’s early educational experience. If a student is not reading proficiently by third grade, they are subject to retention, difficulty meeting curriculum standards, and struggles keeping up in classes from then on. In fact, research shows that students not proficient by this time are over four times more likely to drop out of high school than their proficient peers (Neuman

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